大理大学学报 ›› 2022, Vol. 7 ›› Issue (7): 69-73.DOI: 10. 3969/j. issn. 2096-2266. 2022. 07. 010

• 教育学-心理学 • 上一篇    下一篇

大学教师学术精神焦虑的三个维度

  

  1. 四川师范大学教育科学学院,成都 610068
  • 收稿日期:2020-10-19 修回日期:2022-04-15 出版日期:2022-07-15 发布日期:2022-07-06
  • 作者简介: 李剑,副教授,主要从事教育基本理论、教师教育研究。

Three Dimensions of College Teachers' Academic Spiritual Anxiety

  1. School of Educational Science, Sichuan Normal University, Chengdu 610068, China
  • Received:2020-10-19 Revised:2022-04-15 Online:2022-07-15 Published:2022-07-06

摘要: 大学是学术机构,也是精神家园,大学教师兼具教师及知识分子文化特征,必然有其精神文化气质。以学术为依托追求幸福精神生活与培养精神气度是大学教师实现自身价值与存在意义的深度探索,因而,“学术”对于大学教师而言更具特殊精神意蕴。然而,在物欲与学术精神之间,大学教师出现分裂与焦虑。其分别表现为“学术创造焦虑:学术创新精神失落”“学术管理焦虑:冷漠的数字学术”“学术物化焦虑:功利化学术欲盖弥彰”等特征,廓清这些消极现象对于大学教师精神幸福与学术发展都具有导向意义。

关键词: 大学教师, 学术精神, 焦虑, 维度

Abstract: University is a place of the academic institution and home of spirit. University teachers have both the cultural characteristics of teachers and intellectuals, thus having its spiritual and cultural temperament. The pursuit of happy spiritual life and cultivation of spiritual bearing based on the academics are the deep exploration of realizing the value and significance of university teachers' existence. Therefore, "academics" has more special spiritual implications for university teachers. However, between materialism and academic spirit, university teachers are divided and anxious. They are respectively manifested as "academic innovation anxiety: the loss of academic innovation spirit" "academic management anxiety: indifferent digital academy"  "academic materialization anxiety: utilitarian chemistry's academic desire to cover up and bring out", and so on. It is pointed out that these negative phenomena are of guiding significance to the spiritual well-being and academic development of university teachers.

Key words: university teachers, academic spirit, anxiety, dimension

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